Danang Bramasti, Danang
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DAMPAK SOSIAL SEBUAH KARYA SENI PADA KAUM MISKIN DAN TERTINDAS KAJIAN SOSIOLOGIS PADA CANDI GANJURAN Bramasti, Danang
Patra Widya: Seri Penerbitan Penelitian Sejarah dan Budaya. Vol. 16 No. 4 (2015)
Publisher : Balai Pelestarian Kebudayaan Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.204 KB) | DOI: 10.52829/pw.79

Abstract

Situasi sosial pada 1920-an, terutama situasi pribumi dan para buruh, mempengaruhi Schmutzer bersaudara (Josef dan Julius)untuk membuat rumah sakit, sekolah, panti asuhan,dan tempat peribadatan Katolik yang berbentuk candi yang kemudian dikenal dengan Candi Ganjuran. Candi ini selesai dibangun pada tahun 1930. Schmutzer bersaudara memilih bentuk candi untuk memperlihatkan keberpihakan mereka kepada pribumi yang tertindas. Setelah dibangun, candi ini terlupakan selama enam puluh tahun dan pada masa itu candi ini tidak terwat dan terbengkalai. Pada 1990, Gregorius Utomo Pr, atau yang akrab disapa Romo Tomo, menggali kembali semangat pendiri candi ini dengan mencanangkan Deklarasi Ganjuran. Sejak itu, candi ini menjadi tempat peziarahan Katolik yang terkenal di Indonesia. Para peziarah menyumbangkan uang yang kemudian digunakan untuk membantu mereka yang lemah secara ekonomi. Penelitian ini akan mengkaji latar belakang terbentuknya Candi Ganjuran dan dampak sosial yang terjadi setelah candi ini terbentuk. Metode penelitian dengan melakukan kajian dokumen, wawancara terhadap mereka yang terlibat dalam proses sosial candi itu, dan melakukan observasi lapangan. Penelitian ini menggunakan teori Dunia Seni dari Howard S. Becker yang mengatakan bahwa sebuah karya seni terbentuk dari proses sosial. Teori ini akan memperlihatkan adanya aktor-aktor yang saling terkait satu dengan yang lain dalam proses sosial yang terjadi pada candi itu dan dalam penelitian ini melihat kaitan tersebut pada mereka yang lemah secara ekonomi. Dengan demikian, penelitian ini memperlihatkan apakah Candi Ganjuran pada saat ini memperlihatkan keberpihakan pada mereka yang lemah seperti yang diharapkan oleh pendirinya.The social situation in the 1920s, especially the situation of indigenous and workers, affected the Schmutzers brothers (Josef and Julius) to make hospitals, schools, orphanages, and Catholic place of worship which is the Hindu temple shaped and then known as the Temple of Ganjuran. The temple was built in 1930. The Schmutzer brothers chose to make it in the temple shaped because they wanted to show that they took side to the oppressed natives. However, after the temple was built, it did not get the attention of Catholics so that it was forgotten for sixty years and at that time the temple was neglected. In 1990, Gregorius Utomo Pr, or familiarly called Romo Tomo, tried to explore the spirit of the founder of this temple by launched the Declaration of Ganjuran. And then now the temple becomes famous as a Catholic pilgrimage site in Indonesia. The pilgrims donate a lot of money to help the poors. This study will examine the background of the establishment of the Temple of Ganjuran and then the social impacts that occur after the temple was established. This social process will be studied through the theory of Art World by Howard S. Becker (Art World, 2008) by examining documents, interviews with people involved with the temple and field observations. This process will show the actors who are interlinked in a social process that occurs in the course of life of the Temple of Ganjuran, especially to the poors. Thus, this study will show whether the temple Ganjuran currently showing solidarity towards the poors as expected by its founder. 
PENERAPAN PELAJARAN MENGGAMBAR SECARA DIALOGIS BERBASIS PARADIGMA PEDAGOGI IGNASIAN Bramasti, Danang
Spiritualitas Ignasian: Jurnal Kerohanian dalam Dunia Pendidikan Vol 24, No 2 (2024): Desember 2024
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/si.v24i2.9766

Abstract

Drawing class as an extracurricular may seem simple. Drawing class may be considered a hobby that does not have a significant impact on learning. However, if drawing class is implemented dialogically using the Curriculum based on Ignatian Pedagogy Paradigm, the results will be very creative and contextual. The dialogue process was implemented using 3 types of dialogue, i.e. daily dialogue, epistemological dialogue, and ontological dialogue. This article was the author's reflection on the drawing lesson process facilitated by the author and the results of the lesson. It showed how dialogical drawing lessons can achieve the basic things needed in learning, namely creativity and contextualization. The main source of reflection was the author's experience in holding drawing lessons and the book Kanisius Muntilan Middle School, Bethlehem van Java (2024), which contains drawings and writings from 4 students from Kanisius Muntilan Middle School. The reflection was carried out based on the Ignatian Pedagogy Paradigm Based Curriculum framework published by the Indonesian Jesuit School Association. 
PENERAPAN DIALOG UNTUK MENEMUKAN KONTEKS DALAM PEMBELAJARAN BERBASIS PARADIGMA PEDAGOGI IGNASIAN Bramasti, Danang
Spiritualitas Ignasian: Jurnal Kerohanian dalam Dunia Pendidikan Vol 25, No 1 (2025): Juli 2025
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/si.v25i1.12284

Abstract

Context is the beginning of the learning process based on the Ignatian Pedagogy Paradigm (IPP) which must be built before starting learning. Context needs to be built through a dialogue process. The problem is that the dialogue process does not appear in the IPP book published by the Association of Indonesian Jesuit Schools (ASJI), meaning that dialogue is not applied in the learning process. Without dialogue, the learning process will not touch on real problems in the school environment. This paper uses a literature study method that analyzes the book published by ASJI to place the dialogue process in building context. The dialogue process plays a role in building a context that is the basis for making learning materials so that the learning process can change the old context into a new context that is more humane in accordance with the objectives of IPP-based learning. This study uses the content analysis method of 3 series of Jesuit School books, namely: Ignatian Pedagogical Paradigm Curriculum, Education Quality Standards, and Teacher Professionalism Development Design, which are summarized by the Indonesian Jesuit School Association (ASJI).